When I was first appointed and was employed as a university lecturer, I had the dubious distinction of not actually holding a university degree. Since those halcyon days there has been a form of what might be called 'qualification inflation'. This means that applicants for teaching posts are required to hold not only further degrees but, preferably, higher degrees. In this article, I would like to reflect on the implications of this development. This will include its potential to affect, amongst others, those who provide and those who experience educational programmes.
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